Article Tag Archives: Service

There is a commonly held belief that during college, what is learned outside of the classroom is every bit as important as what is learned in it.

With increasing regularity, service projects are becoming more a part of Truman students’ educational experience. Whether it is through an organization, for a class credit or just out of the kindness of their hearts, many students are discovering that service to others can be a rewarding aspect of their time at the University.

“Serving creates unique learning opportunities for students to test their knowledge and learn skills that they cannot gain solely through academic work,” said Shelby Sims, program advisor for service and leadership at Truman’s Center for Student Involvement. “Service gives students a chance to meet new people, learn about the community they live in and become better citizens.”

Students applying their skills in the community can be traced back to the University’s roots as a normal school. Future educators often worked in surrounding schools, and while that still takes place today, evidence of students volunteering in the community can be found in too many places to count. In the 2013-14 school year, Truman students completed more than 60,000 hours of community service.

“The most satisfying aspect of participating in service at Truman has been getting to know the community better,” student Mary Beth Myers said. “Through service, I have met many people who have changed the course of my college career. Service, for me, made Kirksville home rather than just the town where my college was located.”

Truman cannot take all of the credit for students’ philanthropic nature. An overwhelming majority of incoming students already learned the value of helping others before they arrived on campus. In surveys conducted by the Admissions Office, approximately 95 percent of students who provided information about their activities and involvement indicated participation in some type of service within their schools or communities.

To capitalize on the spirit of service in the incoming students, 2014 saw the University incorporate an optional service component to Truman Week. Bulldogs in Action is a freshmen-only service activity, and more than 200 students volunteered during the inaugural event. For one day, new Truman students came together and assisted with a food bank 5K, worked for a local charity that helps people with disabilities live independently, and contributed to street and trail cleanup efforts. There are plans to make Bulldogs in Action a regular part of Truman Week.

Bulldogs in Action is only the newest addition to single-day service events at Truman. The University annually participates in the national Martin Luther King Jr. Day of Service, as well as its own Big Event. The Martin Luther King Jr. Day of Service is billed as “a day on, not a day off,” and for the past seven years, a growing number of Truman students have done just that. Each January, those who volunteer are divided into teams and asked to complete a “challenge” or service project for one of a dozen local community agencies. This year, 100 students helped at places like the Adair County Humane Society, the La Plata Nursing Home and the Food Bank for Central and Northeast Missouri.

Along the same lines, Truman’s own Big Event has continued to grow, and celebrated its 14th year in 2015. More than 1,100 Truman students came together to demonstrate their appreciation of the community’s support. Activities included raking leaves, washing windows and painting, among others.

“Campus-wide or large-scale service events are very beneficial for students and the campus as a whole,” Sims said. “These events bring together students to work collectively in the community. Many times students meet new people through these events and make new relationships with their peers and community members. Additionally, when a large number of students are serving through these events, the impact can be seen by all parties involved.”

In addition to specific service events, many courses at Truman have started to include service-learning components. Service-learning is a teaching methodology that utilizes community service to help students gain a deeper understanding of course content, acquire new knowledge and engage in civic activity.

“I believe that service-learning makes a valuable contribution to student learning in many kinds of classes,” said Elaine McDuff, professor of sociology and chair of the Department of Society and Environment.

By interacting with the community and witnessing social issues first-hand, students develop a sense of social responsibility and learn the importance of community service. Service-learning also has the ability to foster the development of empathy, personal value, beliefs and awareness.

McDuff has included service-learning components in several of her classes since coming to Truman in 2001. Among other things, those courses have allowed students to conduct a local community needs assessment, establish an annual volunteer fair for students and examine issues of social inequality through community service hours at local agencies.

As beneficial as service-learning can be, it is not an institution-driven initiative. There are three primary ways service-learning projects can get started: faculty members can make service-learning a required part of their courses; community partners can suggest a project; or students can take up the charge on their own.

With the guidance of a faculty member, Truman students can propose a course not already offered, and then actually teach it – leading discussion and helping their fellow students understand the material.

During the spring 2014 semester, Janice Clark, associate professor of health science, oversaw a student-led course entitled “Fighting Poverty in Adair County.” This one-hour class contributed 10 service projects to partners such as the Food Bank for Central and Northeast Missouri, Hope’s Kitchen and Northeast Missouri Community Action Agency.

“The enthusiasm and motivation of the student leaders is very high,” Clark said. “With appropriate supervision by a faculty mentor, the learning outcomes can be impressive.”

Student-initiated classes are not the only examples of students being proactive. Many student organizations are either dedicated wholly to service or have it as an integral part of their activities. Some, like Blue Key and Cardinal Key, have been on campus for nearly 70 years. Service organizations are also popular. The largest student group on campus is Alpha Phi Omega, a service-based organization.

Social sororities and fraternities also play a role in the number of community service hours contributed by students. In addition to each organization’s individual philanthropies, the Greek system collectively helps support the campus and the community. During Greek Week 2015, a total of $21,000 was raised — $4,500 went to support scholarships at the University, while the remaining $16,500 was donated to the NEMO Inclusion Project, a local organization working to build a playground with options for children of all ability levels.

While service is its own reward, Truman has earned some praise for its efforts, nonetheless. The University has been on the President’s Higher Education Community Service Honor Roll every year since the program launched in 2006. The honor roll highlights the contributions of colleges and universities in solving community problems and placing students on a lifelong path to civic engagement. Institutions that achieve meaningful, measurable outcomes in the communities they serve are recognized annually.

Truman has also received acclaim from the Peace Corps, which earlier this year included the University on its list of top-producing schools. Since the Peace Corps was created in 1961, more than 200 University graduates have served as volunteers.

Benjamin Rearick (’10), a recent Peace Corps volunteer, brought a little piece of Truman to his host country of Ethiopia. Inspired by the University’s Children’s Literature Festival, Rearick created a small version of the event at the primary school where he worked, complete with guest speakers, presentations and read-aloud sessions. Truman students in the early childhood education program worked with their classes to create student-made picture books that were mailed to Ethiopia to be shared with the students.

“Reading can seem like a very businesslike skill in Ethiopia, and creativity is an afterthought,” Rearick said. “I couldn’t pass up the opportunity to expose the students to something that was so fundamental to my own education.”

Dan Rettke (’09) was also inspired by his time at Truman and organized a volunteer effort, similar to a project from the Big Event, at his home in Union, Mo. He spearheaded an effort to clean up a local park, and secured 24 business partners and more than 150 volunteers to help.

“The idea of Big Event always struck me as something that could be replicated in other communities,” Rettke said. “It is great to see a community come together for the common goal of bettering itself. When a group is motivated like that, you can really accomplish a lot in a very short time.”

Rettke and Rearick are just two of the numerous alumni who have taken aspects from their time on campus and applied them to life after graduation. The University Career Center estimates that about 30 percent of students report working in the government/nonprofit sector at some point after graduation. Alumni can be found in organizations like the Boy Scouts of America, the Boys and Girls Club, Teach for America and the YMCA, to name just a few. Interest in service-based employment is so popular that the Career Center has even incorporated a Nonprofit Conference into its Career Week activities.

Truman will rarely be a student’s first exposure to service work, and each student will have his or her own reasons to continue to participate in it while on campus, but there is something to be said for fostering an atmosphere that is supportive of volunteerism.

“I can see a difference in students who have participated in service while they have been on campus,” Sims said. “Students tend to get a better understanding of their own value system and what is important to them throughout their service experiences, which helps decide their paths after college.”

Instilling students with a desire to take the skills they learn at Truman and apply them to make their communities better places is something that has immeasurable value. The rewards from that can be far more memorable than any letter grade.

“Service is not an obligation,” student Sean Duggan said. “It is a choice, but also a way of life. Serving others is something anyone can do, and seeing the smile on someone’s face is the best ‘thank you’ one can receive.”

Between intellectually demanding classes and sleepless nights of studying, many students tend to forget that education is defined by more than academic experiences. Yet, for senior nursing major Kelsey Dreiling, her Truman career is also fundamentally connected to her passion for service across the world.

Dreiling has had the opportunity to participate in service-based spring break trips, volunteer through Christian summer camps, and work as a nurse in the Philippines and Africa. While her involvement in the nursing program, and roughly four other student organizations, takes up a majority of her time, she realizes service will always be the driving force behind her life decisions.

“Serving isn’t an option; serving is a requirement,” Dreiling said. “I know that not everyone is going to become a missionary or full-time volunteer. I realize that’s impractical, but in whatever job you are in, you have an obligation.”

Growing up in a northwest suburb of Chicago, Dreiling witnessed the contrasting lifestyles of wealth and poverty. Her conversion to Christianity in high school encouraged her desire to serve and, inadvertently, become a nursing major.

“I knew there was something greater than poverty, hurt, suffering or a money-seeking lifestyle. If all I did my whole life was gain all the riches of the world, that would not be satisfying or enough,” she said.

Truman’s nursing program has allowed Dreiling to cultivate the skills and knowledge necessary to care for individuals both emotionally and physically. Along with other nursing majors, she travelled to the Philippines to better understand her profession within another culture. However, this opportunity is not the only one that has defined her unique perspective on life.

Dreiling (green shirt) is involved with Campus Christian Fellowship. During their recent spring break trip in Oklahoma, they built the fence pictured. The students ripped out the old one and put in a new one.

On campus, Dreiling is active in Campus Christian Fellowship (CCF). She works as an intern, specifically devoted to welcoming and building relationships with international students. This past spring, Dreiling also participated in her fourth spring break with CCF. She and the group served a children’s camp by performing maintenance-related tasks.

“People think we are sacrificing something when we go on these trips instead of home or to some beach, but there is nowhere I would rather have been during my break,” Dreiling said.

In addition to her University involvement, Dreiling spent two months providing holistic care services in Nairobi, Kenya, after her freshman year. During the days, she traveled to the slums of Mathare Valley where she split her time working as a school nurse and holding HIV/AIDS and clean water clinics for the community. Dreiling’s experiences ranged from removing a child’s leg cast with power tools to cutting burned skin off a young boy. The trip’s impact has remained life altering.

“I saw people fighting to have the opportunity of education, and a lot of kids begging in the streets because they weren’t lucky enough. I saw kids getting high on glue to numb the pains of hunger, when I throw away food all the time,” Dreiling said. “I want to live in my opportunities with optimism, thankfulness, joy and love as I reach out to others.”

After graduation, Dreiling plans to work as a nurse in Springfield, Mo., until she can achieve her dream of becoming a missionary overseas. Despite her worldly experiences and ambitions, Dreiling is still a humble student. She just spends her time a little differently than most.

“I don’t hope people remember me, but I hope they remember the kind of sacrificial love I’ve shown and show it to others too,” Dreiling said.

With the bang of the gavel, Sen. Wally Horn (’58, ’62) began his 43rd consecutive session in the Iowa Legislature this January, officially making him the state’s longest-serving legislator.

Horn, who has served his district as a state senator for more than 30 years, got a taste of the public life at a young age. When he was a child, his father successfully ran for county sheriff. This familiarized Horn with elections and how they worked, opening up the possibility of public office.

In 1952, he enrolled at Truman on the recommendation of a high school coach. At Truman, Horn was an All-American college student. He played basketball, joined Phi Sigma Epsilon fraternity and was on track to graduate with a degree in teaching.

“Some of the most memorable times were playing basketball, fraternity life and meeting people who would become lifelong friends,” he said.

That all changed when Horn suddenly came down with appendicitis, which forced him to drop out of that semester’s classes. While recovering, he was drafted into the Army. Horn served in the Bloody Red One tank battalion, which was responsible for patrolling the Germany-Czechoslovakian border. Upon completion of his service in 1955, he returned to the University to finish his bachelor’s and master’s degrees in education.

After graduating Horn had a long career in education. He taught and coached in three school districts in Iowa, where he was very involved in his local teachers organizations. In 1972, while serving as president of one of these organizations, a reapportionment, or redefining of districts, in the Iowa Legislature yielded an open seat in the House of Representatives. Because of his strong commitment to bettering education, Horn decided to run for the seat.

“I thought I could do more good for education in the legislature,” he said.

Horn won the election, beginning his decade as a representative and 33 years as a senator.
Serving in the legislature, he quickly found the lessons he learned while teaching helped prepare him for the job. He learned having goals, setting objectives, planning and always being mindful of the budget were all applicable to public policy. Most importantly, studying education taught him how to learn.

“Learning how to learn is a skill I obtained in college and continue to use today,” he said.

It is clear that Horn’s passion for public service has been passed down to his students. Many of his former pupils have run for office or have become public servants. While he is proud of his legacy, he always leaves his students with the same advice.

“Be prepared to have no time to yourself and not make much money, but love every minute of it,” Horn said. “Be prepared to give more than you receive.”

Horn is considering retirement at the completion of his tenth term in 2017, at age 85. After 40 years he still considers each day a privilege.

“Helping others is what I love to do,” he said. “I have not really worked a day in my life because of how much I enjoy what I do.”